By Jarl Bengtsson, Albert van den Berg, Alain Gras, B.J. Hake, Ian Lister, Jürgen Zimmer, Dieter Berstecher, Gastone Tassinari
This quantity has been ready within the framework of venture 1: "Educating guy for the twenty first Century" of Plan Europe 2000, backed via the eu Cultural starting place. whereas many of the reports introduced less than this undertaking take care of particular facets or degrees of schooling the current quantity makes an attempt to supply a extra international view of academic futures and their relationships to replacement futures of the general socio-economic procedure. it's going to now not be regarded as a common integration or synthesis· of different reports of the schooling venture of the eu Cultural starting place - even though it attracts on them in addition to different lately released files. quite, it's going to be considered as one of the attainable methods, analytical instruments, and incentives to the examine and open dialogue of academic difficulties noticeable in a long term viewpoint. the amount is the results of a collective attempt of a multinational crew of researchers. A colloquium of a few sixty contributors, assembly on the Uni versity of York in October 1972, supplied evaluations and reviews to the 1st model of the document. yet merely the authors themselves declare responsibil ity for the method of the learn, and the evaluations and conclusions expressed therein. those don't inevitably replicate these of the sponsors of the quantity, the ecu Cultural origin and the medical Committee of its schooling undertaking. • any such synthesis will seem because the concluding document of the Project.
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Extra info for Does Education Have a Future?: The Political Economy of Social and Educational Inequalities in European Society
Continuity in the unequal distribution of life chances and influence in society are difficult to eliminate through a process of schooling which confirms and reproduces them (Baudalet & Establet 1971). The evaluation of reform policies seeking to promote social and educational equality is only slowly moving beyond allowing economic necessity, familial obligation and social inequality to take their logical effect within the framework of present social differences. The achievement of substantive equality in society may require new approaches involving more radical policies geared to the role of education in promoting social emancipation.
This faith does nothing to overcome the basic alienative tendencies in individualized instruction. The privatization of the learning experience in individualized instruction may contribute to an increase in control over the learning process, and paradoxically lead to competition between isolated learners. Above all, the tendency to individualization may work against the ability of students to work together and learn from each other (Suppes 1973). It is difficult to see how human and social knowledge and skills can be learned outside of the group situation unless individualization is a strategy of control aiming to reduce group consciousness and increase manipulation of the individual.
What is being learned? How is it being learned? and Where is it learned? and Who is providing the answers to these questions and in whose interests. A brief analysis of some key issues illustrates the basic political dimensions of education development, and suggests that, if there is a crisis, it is in fact a social crisis concerning the distri buti on ofpower and resources (Drouard 1972). The Equality Myth - Educational or Social Change? The achievement of greater social equality through reform and expansion of educational provision is a frequently heard slogan in most advanced industrial societies.
Does Education Have a Future?: The Political Economy of Social and Educational Inequalities in European Society by Jarl Bengtsson, Albert van den Berg, Alain Gras, B.J. Hake, Ian Lister, Jürgen Zimmer, Dieter Berstecher, Gastone Tassinari